Teaching Writing with the Digital Feedback Protocol: A Peer-to-Peer Intervention to Increase Elementary Student Writing Motivation
type: CreativeWork
description: Writing is a complex task, especially for elementary school writers; motivation in writing leads to greater writing performance and writing quality. Teachers enter their careers underprepared to teach writing and have to seek out professional development on writing for themselves. Technology can be leveraged in the elementary writing classroom, but it is an under researched area. The Digital Feedback Protocol is a case study dissertation study with an embedded professional development opportunity that supports teachers to implement a protocol for students to provide digital feedback to each other’s writing. The study was conducted with four third grade teachers and their 49 students. Overall, average student motivation increased from the beginning to end of the intervention, with boys having higher levels of motivation. Tabulation of student survey results found that students reported having positive emotions 94.5% of the time after leaving feedback for their peers. Students reported positive emotions 86.7% of the time after receiving feedback from peers. Teachers self-reported that implementation was a positive experience. In interviews teachers reported that it was “concrete and easy” to implement and allowed students to move beyond providing surface level feedback to each other.
abstract: Writing is a complex task, especially for elementary school writers; motivation in writing leads to greater writing performance and writing quality. Teachers enter their careers underprepared to teach writing and have to seek out professional development on writing for themselves. Technology can be leveraged in the elementary writing classroom, but it is an under researched area. The Digital Feedback Protocol is a case study dissertation study with an embedded professional development opportunity that supports teachers to implement a protocol for students to provide digital feedback to each other’s writing. The study was conducted with four third grade teachers and their 49 students. Overall, average student motivation increased from the beginning to end of the intervention, with boys having higher levels of motivation. Tabulation of student survey results found that students reported having positive emotions 94.5% of the time after leaving feedback for their peers. Students reported positive emotions 86.7% of the time after receiving feedback from peers. Teachers self-reported that implementation was a positive experience. In interviews teachers reported that it was “concrete and easy” to implement and allowed students to move beyond providing surface level feedback to each other.
author: Keenan, Karyn
keywords: writing, elementary, motivation, digital, Writing Motivation Questionnaire, Elementary Education, Elementary Education and Teaching, Language and Literacy Education, Online and Distance Education
date published: 2024-06-01T07:00:00Z
date modified: 2026-07-24T03:21:20Z
provider: National-Louis University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: National-Louis University